Download Review Syllable Juncture in VCV and VCCV Patterns

1
WordStudy Start
Vocabulary
Syllable Juncture in VCV and VCCV Patterns
Lesson Objectives
Day 1
Students will:
• Understand that syllables that end with a short vowel and
consonant are closed syllable words and have a VCCV
pattern
• Understand that VCCV words divide between the two
consonants
• Understand that syllables that end with a long vowel are
open syllable words and have a VCV pattern
• Understand that VCV words divide between the long vowel
and consonant
• Spell VCCV and VCV pattern words
V CV
m o / m e nm
t o /m en t
A closed A
pattern
closedispattern
a syllable
is a that
syllable
endsthat
withends
a consonant.
with a consonant.
The vowelThe
in vowel
a closed
in syllable
a closed issyllable
usuallyisshort.
usually short.
VC CV
Students will:
open
p up /p y p up /p y
Anchor Chart (BLM
Anchor
1) Chart (BLM 1)
Category Cards Category
(BLM 2) Cards (BLM 2)
Word Study & VocabularyWord
1: Unit
Study
10:&Syllable
Vocabulary
juncture
1: Unit
in VCV
10: and
Syllable
VCCV
juncture
patterns
in VCV and VCCV patterns
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
basic
4
3
3
3
over
Materials:
paper
• Anchor Poster
• BLM 2: Category Cards
• BLM 3: Word Cards
• BLM 6: Take-Home Activity
• Teacher Category Cards
• Teacher Word Cards—letter, tiger, spider, yellow
4
lesson
4
Word Cards (BLM 4)
Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
©2010 Benchmark Education Company, LLC
©2010 Benchmark Education Company, LLC
pepper
5
Take-Home Activity
Take-Home
(BLM 6)Activity (BLM 6)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Word Study & VocabularyWord
1: Unit
Study
10:&Syllable
Vocabulary
juncture
1: Unit
in VCV
10: and
Syllable
VCCV
juncture
patterns
in VCV and VCCV patterns
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 6)
Name ___________________________________
Date ____________________________________
Review Words
This fall, the Robot Club will meet on Fridays at 3 o’clock in
Ms. McCoy’s room. The Robot Club is—you got it—a club for students who
1.
like building robots.
1.
I was happy
1. to
I was
see happy
my best
to friend
see myat best
the puppet
friend atshow.
the puppet show.
1.
The score1.of The
the game
score is
of even,
the game
but itisiseven,
not over
but ityet.
is not over yet.
2.
Did you read
2. Did
the you
newsread
in the
the paper?
news in the paper?
2.
Jason says
2. that
Jason
a rabbit
says makes
that a rabbit
a greatmakes
pet. a great pet.
2.
mini-computers, and a few wires. “Even if you have never built a robot
robot.”
New Words
I spoke with Julie Gomez, who is the club’s president. She told me
3.
• Recognize words with VCCV and VCV syllable patterns
• Sort words according to their syllable pattern
• Identify VCV and VCCV words within sentences
I told my3.mom
I told
thatmy
I’d mom
be there
that inI’djust
be athere
moment.
in just a moment.
3.
that last year she was part of a team of three third-graders and three
We didn’t3.know
Wewho
didn’t
theknow
writerwho
of that
the writer
letter was.
of that letter was.
1.
fourth-graders who built a robot and won third place.
2.
“The rules said that the robot had to have an arm and a hand,”
4.
Our climate
4. isOur
veryclimate
cold atisthis
verytime
coldofatthe
thisyear.
time of the year.
4.
Julie said. “The hand needed to pick up a rubber ball from the bottom
We had tuna
4. We
fish had
for supper
tuna fish
lastfornight.
supper last night.
3.
of a coffee can. The same robot had to travel through a door and down a
ramp, too.”
“We worked hard before the contest,” Julie said. “Our robot kept
5.
I wish that
5. it Iwas
wishsunny
that itsowas
thatsunny
I couldsogo
that
onI acould
nature
go walk.
on a nature walk.
5.
Did you watch
5. Did
theyou
program
watch on
the television
program on
about
television
spiders?about spiders?
6.
We saw a6.lot We
of mammals
saw a lot at
of the
mammals
zoo lastat week.
the zoo last week.
6.
The ice cream
6. The
wasicefrozen
creamsowas
hardfrozen
we couldn’t
so hardget
weitcouldn’t
out of the
get box.
it out of the box.
Sentence
making sudden right turns and hitting the door. That was a good lesson for
us. We made a few changes, and then our robot was able to go all the way
to the end of the ramp. We plan to build an even better robot this year
because we want to win first place.”
She added that students in the club do not have to join the team.
Materials:
• BLM 2: Category Cards
• BLMs 4–5: Word Cards
• BLM 7: Classroom Activity
• BLM 8: Take-Home Activity
7.
My mom7.saidMy
I could
momget
saida Ipuppy
could this
get summer.
a puppy this summer.
7.
Classroom Activity
Classroom
(BLM 7)Activity (BLM 7)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Classroom Activity (BLM 7)
Name ___________________________________
Date ____________________________________
Name ___________________________________
Robot Club
Students will:
Ms. McCoy’s room. The Robot Club is—you got it—a club for students who
Date ____________________________________
Name ___________________________________
First Try
3.
robot.”
New Words
I spoke with Julie Gomez, who is the club’s president. She told me
that last year she was part of a team of three third-graders and three
1.
fourth-graders who built a robot and won third place.
2.
“The rules said that the robot had to have an arm and a hand,”
Julie said. “The hand needed to pick up a rubber ball from the bottom
ramp, too.”
“We worked hard before the contest,” Julie said. “Our robot kept
Sentence
making sudden right turns and hitting the door. That was a good lesson for
us. We made a few changes, and then our robot was able to go all the way
to the end of the ramp. We plan to build an even better robot this year
because we want to win first place.”
She added that students in the club do not have to join the team.
The first meeting will be held next Friday. Ms. McCoy’s room is
Room 329 on the third floor.
Reading Passage (BLM 9)
Spelling Dictation (BLM 10)
Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
Correct Spelling
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
6.
6.
6.
7.
7.
7.
8.
8.
8.
9.
9.
9.
Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
Reading Passage (BLM 9)
3.
of a coffee can. The same robot had to travel through a door and down a
Materials:
• BLM 9: Reading Passage
• BLM 10: Spelling Dictation
• BLM 11: Spelling Peer Check
Second Try
(if needed)
2.
Ms. McCoy said the students in the club build robots out of toy blocks,
mini-computers, and a few wires. “Even if you have never built a robot
©2010 Benchmark Education Company, LLC
Additional Materials:
• Word Study Notebooks
• Pocket Chart
• Stopwatches (Day 3)
Date ____________________________________
Spelling Peer Check
before, you can join us,” she said. “Just about anyone can build a basic
Spelling Dictation (BLM 10)
Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
Directions: Work with a partner. Follow the directions from your teacher to use this BLM to write
your spelling words.
like building robots.
check to make sure underlines
are marked to overprint
(Window: Attributes)
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
Take-Home Activity (BLM 8)
1.
• Recognize VCCV and VCV words in a reading passage
• Write VCCV and VCV words and show how to divide each
word into syllables
• Correctly spell the spelling words
• Correctly write the dictated sentence
Room 329 on the third floor.
Reading Passage (BLM 9)
Word Study & VocabularyWord
1: Unit
Study
10:&Syllable
Vocabulary
juncture
1: Unit
in VCV
10: and
Syllable
VCCV
juncture
patterns
in VCV and VCCV patterns
Spelling Dictation
Review Words
This fall, the Robot Club will meet on Fridays at 3 o’clock in
The first meeting will be held next Friday. Ms. McCoy’s room is
If it’s a sunny
7. Ifday,
it’s aI will
sunny
go day,
to the
I will
parkgowith
to the
my park
friends.
with my friends.
Take-Home Activity
Take-Home
(BLM 8)Activity (BLM 8)
Word Study & VocabularyWord
1: Unit
Study
10:&Syllable
Vocabulary
juncture
1: Unit
in VCV
10: and
Syllable
VCCV
juncture
patterns
in VCV and VCCV patterns
By Ali Badran, School Reporter
Day 5
3.
before, you can join us,” she said. “Just about anyone can build a basic
Students will:
Day 4
Date ____________________________________
Spelling Dictation
By Ali Badran, School Reporter
Parent Directions:
Parent
Have
Directions:
your child Have
read your
each child
of theread
sentences
each ofand
the then
sentences
draw aand
circle
thenaround
draw aallcircle around all
of the words that
of have
the words
a VCCV
thatpattern
have aand
VCCV
underline
patternalland
theunderline
words with
all the
a VCV
words
pattern.
with Tell
a VCV
yourpattern. Tell your
child that some child
sentences
that some
have sentences
two examples
haveoftwo
theexamples
patterns. of the patterns.
Ms. McCoy said the students in the club build robots out of toy blocks,
Day 3
Name ___________________________________
Robot Club
Find the
Find
Words
the Words
Directions: Read
Directions:
each of the
Read
sentences
each ofand
the then
sentences
draw aand
circle
thenaround
draw aallcircle
of thearound
wordsallthat
of have
the words that have
a VCCV pattern. aDraw
VCCVa pattern.
line under
Draw
all aofline
the under
wordsallthat
of have
the words
a VCVthat
pattern.
have Some
a VCV sentences
pattern. Some
have sentences have
two words with two
the words
patterns.
with the patterns.
VCV—OpenVCV—Open
5
5
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
Find the
Find
Words
the Words
writer
super
pepper
unit unit
5
Word Cards (BLM 5)
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
penny
frozen
tennis
writer
crazy
super
5
5
Word Study & VocabularyWord
1: Unit
Study
10:&Syllable
Vocabulary
juncture
1: Unit
in VCV
10: and
Syllable
VCCV
juncture
patterns
in VCV and VCCV patterns
Word Cards (BLM 4)
silent
penny
robot
tennis
sudden
crazy
VCCV—Closed
VCCV—Closed
Word Cards (BLM
Word
5) Cards (BLM 5)
Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
happen
silent
nature
mammal mammal
frozen
funny robot
sudden
tennis
tennis
5
5
even happen
lessonnature
funny
5
5
herohero
yellow
4
Word Cards (BLM 3)
5
©2010 Benchmark Education Company, LLC
spider
spider
5
funny
funny
4
even
lesson
5
5
frozen
frozen
writer
4
5
5
Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
robot
robot
5
5
PatternPattern
Sort Sort
Word BankWord Bank
puppet
puppet
5
5
4
kitten
3
5
silent
4
5
4
Word Cards (BLM 4)
©2010 Benchmark Education Company, LLC
Parent Directions:
Parent
Have
Directions:
your child Have
read your
each child
wordread
in the
each
word
word
bank
in and
the word
then write
bank itand
under
then write it under
either the VCCV—Closed
either the heading
VCCV—Closed
or the VCV—Open
heading or the
heading.
VCV—Open heading.
5
pillow
pillow
5
follow
follow
4
happen
5
fellow
fellow
rabbit
4
tiny
3
5
pretty
4
5
yellow
4
Name ___________________________________
Name ___________________________________
Date ____________________________________
Date ____________________________________
5
pattern
pattern
copper
copper
4
even
5
4
lesson
3
Word Cards (BLM 3)
moment
moment
5
5
pepper
climate
3
5
4
4
tiger
3
bottom
bottom
4
bonus
3
3
better
better
penny
4
summer
3
tiny
Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
Category Cards (BLM 2)
nature
blizzard
©2010 Benchmark Education
©2010Company,
Benchmark
LLCEducation Company, LLC
writer
4
Word Cards (BLM 3)
Word Study & VocabularyWord
1: Unit
Study
10:&Syllable
Vocabulary
juncture
1: Unit
in VCV
10: and
Syllable
VCCV
juncture
patterns
in VCV and VCCV patterns
4
kitten
3
3
silent
4
tiger
paper
• Understand the rules for VCCV and VCV syllable
patternssunny
letter
• Sort words into VCCV—closed pattern and VCV—open pattern
mammal
super
words
open
supper
• Recognize and say syllables in VCCV and VCV words
3
4
happen
3
3
3
3
rabbit
4
supper
3
over
3
later
4
even
3
l e s / s o nl e s / s o n
h a p /p e n
h a p /p e n
sudden
3
pretty
4
super
3
4
climate
3
mammal
VC CV
pepper
4
sunny
3
4
bonus
3
letter
4
penny
4
summer
3
nature
4
blizzard
3
later
t i / g er t i / g er
basic
3
sudden
3
p a/ p er p a/ p er
puppy
3
Day 2
V CV
puppy
3
10
crazy
crazy
happy
Anchor Chart (BLM 1)
happy
VCV—Open
VCV—Open
Unit
Materials:
• Anchor Poster
VCCV—Closed
VCCV—Closed
Open Open
and Closed
and Closed
Syllable
Syllable
Patterns
Patterns
An open An
pattern
openispattern
a syllable
is a that
syllable
endsthat
withends
a vowel.
with a vowel.
The vowelThe
in vowel
an open
in syllable
an open issyllable
usuallyislong.
usually long.
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
©2010 Benchmark Education Company, LLC
Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
Spelling Dictation (BLM 10)
©2010 Benchmark Education Company, LLC
Spelling Peer Check (BLM 11)
Students will:
• Correctly spell the VCCV and VCV words
Materials:
• Quick-Check Assessment
®
Kit 1_U10_TG.indd 1
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c
h
m
a
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a
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6/9/10 7:21:12 AM
©2010 Benchmark Education Company, LLC
Day One
Supporting ELs
To help ELs hear and recognize the
syllables in words, say one of the spelling
words and ask students to repeat it after
you, clapping the syllables as they say the
word. Write the word on the chalkboard
and use colored chalk to underline the
consonant(s) and another color of chalk
to circle the vowel(s) in each word. Then
draw a line to divide each word into
syllables.
Blending Practice
Provide extra practice for students needing
help in blending syllables together to
read words. Remind them of the different
syllable patterns as they divide the words
from the word cards into syllables (closed,
open, VCe, vowel team, r-influenced).
Review Adding Inflectional Endings to Words
Ending in -y
Focus Words: obey, delay, study, copy
Write each base word one at a time on the chalkboard. Ask students to say the three
forms of each word with inflectional endings, for example, obeys, obeyed, obeying.
Then have different students write a form of each word with their inflectional endings
on the chalkboard.
Introduce Syllable Juncture in VCV and VCCV
Patterns
Model
Tell students they will be working with words with more than one syllable and
learning how the syllable patterns can help them differentiate between long and
short vowel sounds when they are reading and writing the words.
Write VCV with the word super under it and VCCV with supper under it on the
chalkboard. As you talk about where to divide each word, divide the words on the
chalkboard using a slash mark. Say: These two words look similar but they have
different syllable patterns and different vowel sounds. When I divide the first word,
I divide it after the first vowel, u. When I divide the second word, I divide it between
the two consonants. The syllable patterns are different. The first word has one open
syllable because it ends with a vowel and one r-influenced syllable. The second
word has one short syllable because the vowel is closed by the consonant and one
r-influenced syllable. I know that an open syllable usually has a long vowel sound
and a closed syllable usually has a short vowel sound.
Read each of the words aloud.
Guide
Write the words dinner and diner on the chalkboard. Underline the i, n, n, e in
dinner and write VCCV above the letters. Underline the i, n, e in diner and write VCV
above the letters.
©2010 Benchmark Education Company, LLC. All rights reserved.
Teachers may photocopy the reproducible pages for classroom use.
No other part of the guide may be reproduced or transmitted in whole or
in part in any form or by any means, electronic or mechanical, including
photocopy, recording, or any information storage or retrieval system,
without permission in writing from the publisher.
Printed in Guangzhou, China.
XXXX-XXXX-XXXX
Ask students where you should divide each word. Remind them that we usually
divide words between consonants when there is more than one consonant, and we
divide after the vowel when there is one vowel followed by a consonant and another
vowel. As students tell you, draw slash marks to divide the words. Have students read
the words and identify the different vowel sounds.
Show students the anchor poster and tell them to use if as a reference if they forget
the syllable patterns.
ISBN: 978-1-4509-0093-5
2 Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
Kit 1_U10_TG.indd 2
©2010 Benchmark Education Company, LLC
6/9/10 7:21:12 AM
Apply
Assessment Tip
Write the words penny and silent on the chalkboard. Have students turn to their
neighbor and say each word then explain the syllable pattern in each word.
Observe students to make sure that they
are hearing each syllable in the words.
Note if they are able to recognize the VCCV
and the VCV syllable patterns.
Spelling with VCV and VCCV Pattern Words
Unit Spelling Words: blizzard, summer, pattern, mammal, paper, moment,
basic, program
Write the words blizzard, summer, pattern, and mammal on the chalkboard.
Ask students to tell what is the same about the words. Once students identify
the double consonants in each word, ask them where to divide the words into
syllables. Then add slash marks to the words on the chalkboard to divide them.
Home/School Connection
Students can take home a list of the
spelling words and practice reading,
writing, and spelling the words with a
family member.
Say: All of these words have a closed syllable as the first syllable. This means that
the vowel sound is short in each word. Blizzard, summer, and pattern have an
r-influenced vowel sound in the second syllable. Mammal has a closed syllable
for the second syllable, but the vowel sound is not short; it’s the schwa sound, / /.
Most closed syllables will have a short vowel sound, but you should always check
if the word sounds right with a short sound and, if it doesn’t, then try a schwa
sound.
Read each of the words, emphasizing the vowel sounds and have students repeat
the words.
Write paper, moment, basic, and program on the chalkboard. Point out that you
would first try to divide the words after the first vowel and before the second
consonant. Place slash marks in the words to show the syllables. Say: All of these
words have an open syllable as the first syllable. The vowel is usually long in open
syllables.
Ask students which three words have a closed second syllable and what the vowel
sound is in these words. Ask students what the syllable pattern of the remaining
word is. (r-influenced) Read each of the words, emphasizing the vowel sounds,
and have students repeat the words.
Have students write each spelling word in their word study notebooks. Tell them to
write VCV or VCCV above each corresponding letter in the words.
©2010 Benchmark Education Company, LLC Kit 1_U10_TG.indd 3
Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns 3
6/9/10 7:21:13 AM
Day Two
Closed Sort
VCCV—Closed
VCV—Open
letter
yellow
tiger
spider
Pattern Sort
VCCV—Closed
VCV—Open
supper
letter
happy
puppy
summer
mammal
sudden
sunny
super
over
tiger
crazy
later
open
paper
tiny
Review Syllable Juncture in VCV and VCCV
Patterns
Display the anchor poster and review the VCV and VCCV syllable patterns. Write the
words pepper, basic, kitten, and open on the chalkboard. Ask students which syllable
pattern applies to the first syllable of each word. Have students brainstorm some
words containing each syllable pattern in the first syllable.
Closed Sort
Teacher Word Cards: letter, tiger, spider, yellow
Teacher Category Cards
Place the two category cards next to each other in a pocket chart. Hold up the word
card for letter.
Think aloud: I’m going to sort some words into VCCV and VCV categories. The first
syllable in letter has a short vowel and consonant t. I know this is a closed pattern
If students need additional practice hearing so I’ll sort letter under the VCCV category.
and recognizing the syllable patterns in
words, have them write several words on
The first syllable in the word tiger ends with a long vowel i. I know this is an open
word cards or self-stick notes. Tell them to pattern so I’ll sort tiger under the VCV Category.
say each word and clap the syllables they
Ask students to help you sort yellow and spider and explain their reason for sorting
hear. Then have them cut the word apart
each word.
between the syllables.
Providing Support
Home/School Connection
Have students take home BLM 6 to
complete with a family member. Students
can also take home the word cards and
share their sorts with a family member.
Supporting ELs
Because some ELs may not have someone
at home who speaks English well enough
to work with them on BLM 6, make
sure that they understand what they are
supposed to do on the BLM.
Pattern Sort
Have students work with a partner to sort their word cards into VCCV, closed pattern
words or VCV, open pattern words.
Give each pair of students the word cards from BLM 3 and the category cards from
BLM 2. Tell students to say each word and to listen carefully to the first syllable in
each word. Remind them to listen for the vowel sound to see if it is a short vowel
followed by a consonant or if the first syllable ends with a long vowel sound.
Spelling. Have students write VCV and VCCV next to each other in their word study
notebooks. Then have them write the unit spelling words under the appropriate
spelling pattern.
4 Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
Kit 1_U10_TG.indd 4
©2010 Benchmark Education Company, LLC
6/9/10 7:21:13 AM
Day Three
Pattern Sort
Pattern Sort
Give pairs of students the category cards from BLM 2 and the word cards from
BLMs 4–5. Tell students to take turns saying each word, clapping the syllables, and
then deciding which vowel-pattern category to sort each word into.
After students have sorted the words, they could work with their partner to time
each other and see how fast they can sort the words.
Applying Meaning. Give students BLM 7 and ask them to complete the classroom
activity, sorting the words according to their syllable patterns.
Oddballs
VCCV—Closed
VCV—Open
blizzard
happen
kitten
lesson
penny
pepper
pretty
rabbit
yellow
better
bottom
copper
fellow
follow
funny
pattern
pillow
puppet
tennis
basic
bonus
climate
even
nature
silent
writer
frozen
hero
moment
robot
spider
unit
Tell students that some words do not follow the rule for dividing words into
syllables. Write the word habit on the chalkboard. Say: When I see a VCV pattern,
I usually divide the word after the vowel and before the consonant. Divide the
word after the a: ha/bit. This gives me an open syllable and the vowel should
have the long sound. But when I say the word hay/bit, it doesn’t sound right.
This tells me the word is an oddball. I divide the word after the letter b. Divide the
word after the b: hab/it. Now I have a closed syllable. When I read the word
hab/it, it sounds right.
Assessment Tip
Provide other examples of oddballs where the word is divided after the consonant,
not before, giving a closed syllable instead of an open syllable: com/ic, rap/id,
viv/id, lem/on. Tell students they need to try dividing the word to make an open
syllable first. If reading the word with a long vowel sound doesn’t sound right, they
should try the short sound.
Monitor students to make sure they are
correctly sorting the words into the vowelpattern categories. Are students saying
each word and clapping the syllables?
Are they recognizing the different vowel
patterns?
Providing Support
ELs and struggling readers may have
difficulty completing BLM 7 on their own.
Have them work with a partner to read
and complete it.
Home/School Connection
Give students BLM 8 to complete with a
family member. Explain that they are to do
the same thing they did on BLM 7 in class.
Supporting ELs
Make sure that ELs understand what to do
on BLM 8 since there may not be anyone
at home who speaks English well enough
to help them complete it.
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Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns 5
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Day Four
Providing Support
Some ELs and struggling readers may
have difficulty reading the passage. Have
these students read with an on-level
reader. Alternatively, you could read the
passage to them while they follow along or
echo-read with you. Ask students to look
and listen for examples of VCCV and VCV
pattern words.
Name ___________________________________
Date ____________________________________
Robot Club
By Ali Badran, School Reporter
This fall, the Robot Club will meet on Fridays at 3 o’clock in
Ms. McCoy’s room. The Robot Club is—you got it—a club for students who
like building robots.
Ms. McCoy said the students in the club build robots out of toy blocks,
make sure underlines
ked to overprint
w: Attributes)
mini-computers, and a few wires. “Even if you have never built a robot
before, you can join us,” she said. “Just about anyone can build a basic
robot.”
I spoke with Julie Gomez, who is the club’s president. She told me
Word Hunt
Tell students they will be going on a word hunt to find words that have the VCCV and
the VCV vowel patterns. Tell them to read the passage from BLM 9 on their own and
then search for the vowel patterns.
Tell students to circle only the VCCV words that have a double consonant in the
middle. For example, they should not circle the word contest because it doesn’t have
a double consonant in the middle.
Challenge students to find the words nev/er and trav/el, which have a VCV pattern,
Spelling Dictation
but are closed syllables,
and to underline those words.
Name ___________________________________
Date ____________________________________
Review Words
1. students have finished their word hunts have them write the VCCV and VCV
When
2.
words
they found in their word study notebooks. Then ask them to use slash marks
3.
to divide each word into its syllables.
New Words
that last year she was part of a team of three third-graders and three
1.
fourth-graders who built a robot and won third place.
“The rules said that the robot had to have an arm and a hand,”
Julie said. “The hand needed to pick up a rubber ball from the bottom
of a coffee can. The same robot had to travel through a door and down a
ramp, too.”
“We worked hard before the contest,” Julie said. “Our robot kept
making sudden right turns and hitting the door. That was a good lesson for
us. We made a few changes, and then our robot was able to go all the way
to the end of the ramp. We plan to build an even better robot this year
because we want to win first place.”
Spelling Dictation
2.
3.
Give students Spelling Dictation (BLM 10). Dictate the following words from last
Sentence
week’s spelling words to students, one at a time, and have students write them on
their BLMs: displaying, enjoying, studies.
She added that students in the club do not have to join the team.
The first meeting will be held next Friday. Ms. McCoy’s room is
Room 329 on the third floor.
Reading Passage (BLM 9)
Answer Key Reading Passage (BLM 9)
Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
©2010 Benchmark Education Company, LLC
Home/School Connection
Have students take the reading passage on
BLM 9 home to read to a family member
and point out the words with VCCV and
VCV syllable patterns.
Supporting ELs
Make sure ELs know the meanings of the
spelling words. Before student pairs use
BLM 11, have the partners tell each other
oral sentences using the spelling words.
Dictate the following words from this week’s unit, one at a time, having students
write them on the BLMs: blizzard, summer, program.
Dictate the following sentence and have students write it on their papers: For one
silent moment, Sergio stared at the paper in his hand.
Spelling Dictation (BLM 10)
Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
©2010 Benchmark Education Company, LLC
Write the words and sentence on the chalkboard and have students self-correct their
papers.
Spelling Practice
Give pairs of students Spelling Peer Check (BLM 11). While one student reads the
spelling words from his or her word study notebook, the other student writes the
words in the First Try column. After the second student has spelled the words, the
first student places a check mark next to words spelled correctly.
For the second try, the first student may prompt the second student by sounding out
the words that were spelled incorrectly the first time. If the second spelling attempt is
correct, the first student places a check mark in the Second Try column.
Then students switch roles.
6 Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
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Day Five
Name ___________________________________
Spelling Assessment
Date _______________________________________
Unit 10 Quick-Check:
Syllable Juncture in VCV and VCCV Patterns
Use the following procedure to assess students’ spelling of the unit spelling words:
•Say a spelling word and use it in a sentence.
•Have students write the word on their papers.
•Continue with the remaining words on the list.
•When students have finished, collect their papers and analyze their spelling of
the words.
•Use the assessment to plan small-group or individual practice.
Answer Questions
Directions: Read each word and circle the pattern that correctly matches the word. Then write the
word and draw a line to divide it into syllables.
1.
lesson
VCCV or VCV
les/son
__________________
2.
frozen
VCCV or VCV
fro/zen
__________________
3.
robot
VCCV or VCV
ro/bot
__________________
4.
pillow
VCCV or VCV
pil/low
__________________
Apply
Directions: In the space below, list two words that have VCCV patterns and two words that have VCV
patterns.
_________________
_________________
VCCV—Closed
_________________
Word Bank
crazy, pretty,
later, basic,
blizzard, bottom
crazy
later
basic
Think and Write about Syllable Juncture in VCV and VCCV Patterns
Assess students’ mastery of VCV and VCCV patterns using the Quick-Check for
Unit 10.
Suggestions for Independent Practice
Write Words. Have students select at least ten words from their word cards. Tell
them to write each word in their word study notebooks and then use slash marks
to divide that word into syllables. Ask them to also write down whether the first
syllable of the word has a VCCV or a VCV pattern word.
Guess My Word. Have students work with a partner. Tell them they can use any of
the words from BLMs 3–5. Students should take turns selecting one of the words
and then saying the word aloud. The other student will then say if the word has
a VCCV or a VCV pattern and why. For example, if the first student says the word
rabbit, the other student says that rabbit is a VCCV word because the first syllable
is closed. It has a short vowel sound.
Word Hunt. Ask students to work with a partner to go on a word hunt. Tell them
they can use any books, magazines, newspapers, or printed materials in the
classroom to hunt for words that have the VCCV and VCV patterns. Tell them to
make a list of the words they find to share with the rest of the class.
Buddy Sort. Have students work with a buddy. Tell them to each select ten word
cards. They will take turns showing each other their word cards. The first student
will show his or her word card as the other student quickly says the word and
states whether it’s a VCCV or a VCV word.
Kit 1_U10_TG.indd 7
VCV—Open
pretty
blizzard
bottom
Quick-Check Assessment
©2010 Benchmark Education Company, LLC _________________
Directions: Using the words from the word bank, complete the following sort by writing the words
in the appropriate category.
Directions: In the space below, explain how understanding VCCV and VCV vowel patterns helps you
as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
©2010 Benchmark Education Company, LLC
Answer Key Unit 10 Quick-Check
Answer Key BLM 6
VCCV—Closed
VCV—Open
happen
penny
lesson
funny
tennis
mammal
sudden
pepper
even
silent
nature
frozen
robot
writer
crazy
super
Answer Key BLM 7
1. Circle: happy, puppet
2. Underline: paper
3. Underline: moment
4. Underline: climate
5. Circle: sunny; Underline nature
6. Circle: mammals
7. Circle: puppy, summer
Answer Key BLM 8
1. Underline: even, over
2. Circle: rabbit
3. Underline: writer; Circle: letter
4. Underline: tuna; Circle: supper
5. Underline: program, spiders
6. Underline: frozen
7. Circle: sunny
Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns 7
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Name ____________________________________
Date ________________________________________
Unit 10 Quick-Check:
Syllable Juncture in VCV and VCCV Patterns
Answer Questions
Directions: Read each word and circle the pattern that correctly matches the word. Then write the
word and draw a line to divide it into syllables.
1. lesson
VCCV or VCV
__________________
2. frozen
VCCV or VCV
__________________
3. robot
VCCV or VCV
__________________
4. pillow
VCCV or VCV
__________________
Apply
Directions: In the space below, list two words that have VCCV patterns and two words that have VCV
patterns.
_________________
_________________
_________________
_________________
Directions: Using the words from the word bank, complete the following sort by writing the words
in the appropriate category.
VCCV—Closed
VCV—Open
Word Bank
crazy, pretty,
later, basic,
blizzard, bottom
Think and Write about Syllable Juncture in VCV and VCCV Patterns
Directions: In the space below, explain how understanding VCCV and VCV vowel patterns helps you
as a reader, speller, and writer.
_____________________________________________________________________________
Word Study & Vocabulary 1: Unit 10: Syllable juncture in VCV and VCCV patterns
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